Culturally Responsive Teaching Practices ● Developed the Elevate Working group to address incidents of hate and bias and develop goals for increasing safety, belonging, and joy in learning at Merriam. ● Professional learning focused on circles, restorative justice and restorative practices. Project Based Learning ● The Curriculum Team has continued focus on defining shared language, collaboration norms, and creating grade-level projects aligned with Massachusetts curriculum standards.
FY26 BUDGET PRIORITIES, INITIATIVES & BUDGETARY CONSIDERATIONS
The elementary leadership team prioritized keeping equitable support for students’ academic, social, emotional, and behavioral needs. The key focus was on:
● Class Size ○ Increasing class size would negatively impact the student-teacher relationship and the social-emotional/academic support and instruction that can be provided to students. ○ Keeping class sizes manageable promotes stronger peer-to-peer connection and collaboration.
● Reading and Math Specialists:
○ provides support to striving students during intervention blocks. ○ are critical members of instructional teams that contribute by collecting, analyzing and presenting data.
● Instructional Coaches: ○ are essential to supporting new staff and teachers acclimating to new curriculum and best teaching practices in Tier 1 and Tier 2 instruction. ○ are integral to supporting professional learning, curriculum implementation and are responsible for supporting improved academic and culturally responsive practices for all students through teacher coaching and integrated professional learning in the classroom.
SUMMARY OF CHANGES FROM FY25 TO FY26
Proposed Budget Changes:
Reduction in Classroom Assistants: ● A reduction in classroom assistants will ensure coverage for lunch and recess but limits the time available to support students in classrooms. This shift will likely impact student supervision during recess and lunch, as assistants will have fewer opportunities to build relationships through classroom interactions. ● For some classes, a reduction in assistants will mean there are less adults to provide support during the daily, flex intervention block.
Reduction in Reading Assistants: ● Fewer students will have the opportunity to receive Tier 2 intervention support with the loss of four reading assistants.
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